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Introduction to the American Classroom

Introduction to the American Classroom. Professor Arie Bodek Chair, Physics and Astronomy University of Rochester August 2006. Outline. American Graduate Education Being a Foreign Teaching Assistant at a US University. Graduate Students at American Universities.

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Introduction to the American Classroom

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  1. Introduction to the American Classroom Professor Arie Bodek Chair, Physics and Astronomy University of Rochester August 2006

  2. Outline • American Graduate Education • Being a Foreign Teaching Assistant at a US University

  3. Graduate Students at American Universities • Are required to take courses before starting Ph.D. work. • Courses require a large amount of work, for example, science students have to do many problem sets. • Since courses move very fast and are very concentrated you need to begin to study as soon as the class begins • Do course requirements on time (e.g. homework, exams, labs, etc.).

  4. AmericanCourses Use • Lectures - More formal presentations (2 or 3 times per week), many students per class • Recitations - Informal meetings and supervised discussion to review homework and answer detailed questions (e.g. 1/week) • Long Homework - emphasis on the application and understanding of the material, NOT repetition of what is in the book (1 problem set per week) • Labs (1/week or 2 weeks) - practical experience • Informal Student Study Groups • Workshops - formal supervised student study groups in place of recitations

  5. At the University of Rochester • Students are expected to speak up • Students and Teachers treat each other more informally • The degree of collaboration between students varies - they often appear to compete with each other

  6. How to Succeed? • Only speak English when you are in the USA (try not to share an office or apartment with members of your original country) • Read or Skim (look for main points in a large amount of material) • Analyze course material to make your own independent judgment. Synthesize (bring together) material from many sources • Schedule use of time to complete assignments by due date • Determine which teachers encourage students to raise questions in class, and which do not. Go to the teachers after class if you have questions • Learn to handle laboratory equipment (do not be afraid of hardware) and learn to use computers • Learn to complete exams on time (start with the easiest problems)

  7. II: Being a Foreign Teaching Assistant: What is Expected of Teaching Assistants? • Conducting Laboratory Sessions • Conducting Recitations and Review Sessions (or Workshop type recitations) • Grading homework, exams, etc. • Answering questions in class, after class, and during office hours or in help rooms • Preparing quizzes and/or short exams • If faculty need to be out of town, you may need to prepare and give a few lectures or review sessions • Most important: Ask your supervising faculty member what your responsibilities are. E.g. if they include grading homework -> the graded homework must be returned to students in the following week’s recitations..

  8. Teaching US undergraduates is very different. US Undergraduates are less independent and sometimes less motivated. You will be surprised by: • The students’ level of preparation • The students’ level of motivation • The students’ general behavior • The prejudices of some students • The students’ expectation of teachers • Language difficulties • Non-Verbal communication • Student complaints, excuses, & cheating

  9. 1. US Undergraduate Level of preparation. • US freshman undergraduates are about 1 year behind foreign educated undergraduates. However, within 1 to 2 years, they catch up. • Once lower level courses are completed, university courses in the USA are more demanding than in other countries. • Statistically only 1/2 of all US Freshmen graduate (UR has a higher graduation rate). • US undergraduates tend to be less knowledgeable about world affairs, politics, etc. • TA's should aim at the average student (learn about the level of preparation of your students, which may vary by major and field of study)Do not assume what they should know, but find out what they do know.

  10. 2. Level of Motivation. • There is a large variation in the motivation and interest of US undergraduates, • some are very serious • some seem more interested in socializing • Note that Rochester is known as a serious academic school -not a party school

  11. 3. Student general behavior • It is generally informal • Dress • Informal treatment of teachers • Convey of respect • Note that informality does not mean lack of respect on the part of the undergraduates

  12. 4. Some students are prejudiced • Little previous interactions with people from other countries • Advanced vs. less developed • Some students may think that foreigners are superior (old versus new cultures)

  13. 5. Undergraduate student expectations of teachers and TA's • Spoon feeding • Detailed explanations • Lots of examples • To be friendly and helpful • To be treated as a person • To be entertained, humorous (complaints about "monotonous voice", "boring lectures") • Honesty, TA's are expected to admit that they do not know, or they do know an answer to a question.

  14. 6. Language Problems • Many undergraduates are not used to foreign accents, they get a mental block. • Try to improve your English (language tapes, TV). • Paraphrase -seek student help (humor). • Repeat student questions to make sure that you correctly understood them. • Ask your recitation to be video taped (arrange with dept. graduate office) so you can review yourself on tape. • If you speak too fast, slow down (write reminders in your notes to slow down).

  15. 7. Non Verbal Communications • Clothing • Location of teacher • Use of hands, head and face • Volume of speech • Space between people (no touching) • Direct eye contact

  16. 8. Student complaints, excuses, cheating • Use common sense • Students expect fairness • Learn department policies • Set up clear policies in the first meeting • Talk to the professor about any problems • Get general help from • Professor • Other TA's • Talk to Undergraduates • Take English classes (There is a special UR class offered for foreign TA's) • American Friends • Video Taping Services

  17. A Few Hints from Cognitive Psychology and Recent Studies in Science Education • Short term memory can only hold a few concepts (break up problems into small pieces). • Need several paths to access long term memory (use several very different examples which are different from the book or lecture). • Stage 0 – Expert versus Novice approach to problem solving. (How did you figure out that one should use energy conservation in this problem). • Wait time technique – allow students time to speak up.

  18. More Hints from Cognitive Psychology and Recent Studies in Science Education • Reduce risk for students to speak in class (what would you guess is the answer) • Look at teaching textbooks for common misconceptions (book by Aarons, page 4). • Hawthorne effect – Be caring and supportive of your students, keep trying new things. <------THE END ----->

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